"If we can invest 13 years in developing a drug, then we can invest 13 years in developing a girl into a scientist, technologist, or engineer."™
-Dr. Bonnie Bertolaet, Executive Director, Science Club for Girls
At Science Club for Girls, we believe in long-term investment in a girl's STEM education. We know this is the only way to address the systemic, root causes of the lack of diversity in STEM and move the needle towards a more equitable, diverse, and innovative STEM ecosystem. The trajectories of our alumni show the impact of this investment, and we all, as a society, reap the benefits.
Because we are increasingly facing STEM-based challenges on a daily basis (e.g., climate change, cyber-security, and global pandemics), we need more diverse perspectives at the proverbial STEM table to identify solutions. Science Club for Girls is creating the pipeline for the future, diverse STEM workforce that will solve the most pressing issues of our time.
Empowering girls & gender-expansive youth to embrace STEM through meaningful mentorship & free, hands-on experiences
I’m not sure I’d be where I am if I hadn’t had mentors and peers in Science Club who encouraged me to pursue what I wanted and helped me build the confidence to get there.
— Sophie, Junior Mentor
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What We Know
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An achievement gap exists between well-resourced and economically-stressed children from the moment they begin school.
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Research on how children learn shows that learning that happens outside of the traditional classroom helps students see the relevance of academic subjects and leads to deeper interest, which in turn directly impacts achievement.
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The achievement gap between Black and Hispanic students and their white and Asian peers was evident in the 2017 Next Generation math MCAS scores.
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The number of white students whose scores exceeded the standards was four times higher than Black or Hispanic students, and the number of Black and Hispanic students who did not meet the standard was almost three times as high as white students.
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Research shows that girls begin to associate boys with science and math as early as grade two, and middle school is often when stereotypes and harmful associations cause many girls to avoid STEM subjects.
Sources: Economic Policy Institute 2015; National Research Council 2009, 2011; Department of Education 2017 profiles http://profiles.doe.mass.edu/statereport/nextgenmcas.aspx; Cvencek, D., Meltzoff, A.N., and Greenwald, A.G., Child Dev. 2011 May-Jun;82(3):766-79.